Students with Disabilities: A Hidden Population in the School-to-Prison Pipeline
Hello Sunday Morning Coffee-ites! I'm still pondering the school-to-prison pipeline this week as I was approached by a state who's correctional system is in trouble for not accommodating young people covered by FAPE and IDEA. As you can imagine, the school-to-prison pipeline disproportionately impacts students with disabilities, yet their experiences are often overlooked in discussions about educational inequities and justice reform. Students with disabilities—particularly those with Individualized Education Programs (IEPs) and behavioral challenges—are far more likely to face disciplinary action, be suspended or expelled, and ultimately become entangled in the juvenile and criminal justice systems. Understanding this intersection is critical to dismantling the pipeline and ensuring equitable education for all students.
The Data: How Students with Disabilities Are Overrepresented in the Pipeline
Students with disabilities make up only 13% of the total student population but account for 25% of all students arrested and referred to law enforcement in schools.
Students with emotional and behavioral disabilities are twice as likely to be suspended as their non-disabled peers.
Over 70% of youth in juvenile detention have disabilities, yet many never received the appropriate supports in school.
Black students with disabilities face the highest rates of exclusionary discipline, compounding the effects of racial and disability-based disparities.
Why Are Students with Disabilities More Likely to Be Pushed Out of Schools?
Several systemic factors contribute to the disproportionate criminalization of students with disabilities:
Overuse of Exclusionary Discipline
Schools often resort to suspensions, expulsions, and referrals to law enforcement instead of addressing behavioral challenges through appropriate interventions.
This is especially problematic for students whose disabilities manifest in ways that can be misinterpreted as defiance or aggression.
Failure to Implement Proper Supports
IEPs and 504 Plans are designed to provide accommodations and behavioral interventions, but they are often inconsistently applied.
Many educators lack training in trauma-informed and disability-responsive teaching practices.
Lack of Alternative Behavioral Strategies
Instead of restorative justice approaches, many schools rely on zero-tolerance policies, which disproportionately impact students with disabilities.
Students with disabilities may struggle with self-regulation, impulse control, or communication, yet rather than receiving additional support, they are often punished.
School Resource Officers (SROs) and the Criminalization of Behavior
The presence of police officers in schools has led to an increase in arrests for behaviors that should be handled through educational interventions.
Students with disabilities are more likely to be restrained, secluded, or referred to law enforcement for minor infractions.
The Role of Implicit Bias and Systemic Discrimination
Students with disabilities are often perceived as disruptive, uncooperative, or even dangerous—especially when race and socioeconomic status intersect. This leads to:
Higher rates of punishment instead of positive behavioral supports.
Subjective disciplinary referrals (e.g., insubordination, disrespect) that disproportionately impact students with disabilities.
Fewer opportunities for inclusive education, which increases the likelihood of disengagement and dropout.
Solutions: How Schools Can Break the Cycle
To dismantle the school-to-prison pipeline for students with disabilities, schools must adopt a proactive, inclusive approach to discipline and behavioral support:
Train Educators in Trauma-Informed and Disability-Inclusive Practices
Provide professional development on behavioral intervention strategies, de-escalation techniques, and implicit bias.
Equip teachers with tools to recognize how disabilities affect student behavior.
Expand Restorative Justice and Positive Behavioral Interventions
Replace suspensions and expulsions with restorative circles, mediation, and conflict resolution.
Implement Positive Behavioral Interventions and Supports (PBIS) to address behaviors proactively.
Ensure IEPs and 504 Plans Are Fully Implemented
Regularly review student progress and ensure accommodations are in place.
Strengthen communication between teachers, special education staff, and families.
Reduce the Presence of Police in Schools
Limit law enforcement intervention to genuine safety threats.
Train SROs on disability awareness, de-escalation techniques, and alternatives to arrest.
Increase Access to Mental Health and Support Services
Hire school counselors, social workers, and behavioral specialists to provide appropriate interventions.
Foster collaborations between schools and community organizations to offer wraparound services.
A Call to Action
The school-to-prison pipeline is not an inevitable outcome—it is a result of systemic policies and practices that can be changed. By prioritizing equity, inclusion, and appropriate supports for students with disabilities, we can ensure that education remains a pathway to opportunity rather than a gateway to incarceration.
Now you can join me in my ponderings. :) I hope you have a productive, stress-free week full of happy events and positive thoughts. Cheers to you!
